Efficacy of emotion regulation training on social acceptance and empathy of students with dyslexia

The aim of current research was to investigate the effectiveness of emotion regulation based training on increasing of social acceptance and empathy of students with dyslexia. The research method is quasi- experimental and a pre-test and post-test design with control group was used. Statistical population consists of third to fifth grade students with dyslexia of Rasht City in the 2014-2015 academic years. Samples were selected at first by convenient sampling method and after completing Dyslexia Diagnostic Test, Intelligence Test, Social Acceptance Questionnaire and Empathy Scale and obtaining score for enter to research, it was placement using random sampling method in two experimental and control groups (15 students per group). The experimental group participated in 10 sessions of training based on emoting regulation and the control group didn’t receive such intervention. The gathered data were analyzed using ANCOVA. Results show that there are significant differences between the pre-test and post-test scores of social acceptance and empathy in the experimental group. Thus, it can be said that emotion regulation based training increased social acceptance and empathy of students with dyslexia at the significance level of 0.01. According to the effectiveness of emotion regulation based skills training, this educational method can be used In order to increase social acceptance and empathy and as a result improving the interpersonal relationship of students with dyslexia.